ERIC Number: EJ642251
Record Type: Journal
Publication Date: 2001
Reference Count: N/A
Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities.
Coburn, Cynthia E.
Educational Evaluation and Policy Analysis, v23 n2 p145-70 Sum 2001
Uses an in-depth case study of a California elementary school to examine the processes by which teachers construct and reconstruct multiple policy messages about reading instruction in the context of their professional communities. Develops a model of collective sensemaking and discusses the formal networks and informal alliances among teachers that shape the processes. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A